scholarly journals I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

2007 ◽  
Vol 56 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Joseph P. Mazer ◽  
Richard E. Murphy ◽  
Cheri J. Simonds
Keyword(s):  
Student Motivation ◽  
Classroom Climate ◽  
Affective Learning ◽  
Self Disclosure ◽  
Computer Mediated

Computer Simulations in the Classroom

2010 ◽  
Author(s):  
Andrew Blum
Keyword(s):  
Computer Simulations ◽  
Teaching Methods ◽  
Student Motivation ◽  
Good Practice ◽  
Affective Learning ◽  
Computer Assisted ◽  
Clear Understanding ◽  
International Studies ◽  
Computer Mediated ◽  
Pedagogical Goals

Computer simulations can be defined in three categories: computational modeling simulations, human-computer simulations, and computer-mediated simulations. These categories of simulations are defined primarily by the role computers take and by the role humans take in the implementation of the simulation. The literature on the use of simulations in the international studies classroom considers under what circumstances and in what ways the use of simulations creates pedagogical benefits when compared with other teaching methods. But another issue to consider is under what circumstances and in what ways the use of computers can add (or subtract) pedagogical value when compared to other methods for implementing simulations. There are six alleged benefits of using simulation: encouraging cognitive and affective learning, enhancing student motivation, creating opportunities for longer-term learning, increasing personal efficiency, and promoting student-teacher relations. Moreover, in regard to the use of computer simulations, there are a set of good practices to consider. The first good practice emerges out of a realization of the unequal level of access to technology. The second good practice emerges from a clear understanding of the strengths and weaknesses of a computer-assisted simulation. The final and perhaps most fundamental good practice emerges from the idea that computers and technology more generally are not ends in themselves, but a means to help instructors reach a set of pedagogical goals.

scholarly journals Card Stories on YouTube: A New Frame for Online Self-Disclosure

2014 ◽  
Vol 2 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Sabina Misoch
Keyword(s):  
New Media ◽  
Strong Correlation ◽  
Exploratory Study ◽  
Visual Analysis ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Research Results ◽  
The Public ◽  
Computer Mediated

This paper deals with the phenomenon of so-called (note) card stories on YouTube. Card stories can be described as self-disclosing videos or confessions, using a new frame for telling one’s own story audio-visually to the public by combining ‘old’ (hand-written messages) and ‘new’ media (video, computer mediated communication). In 2012/13, a qualitative and exploratory study with a sample of 25 card story videos on YouTube was conducted. The content and visual analysis revealed (1) that these videos are bound to a very specific frame of presentation, (2) that they deal with specific topics, and (3) that the presenter does not remain (visually) anonymous. These findings question previous research results that stressed a strong correlation between online self-disclosure and (visual) anonymity; further, the findings show that this special frame of textual confessions via video supports deep self-disclosures.

An Affective Computer-Mediated Learning for Persons with Motor Impairments

2016 ◽  
pp. 779-825
Author(s):  
Nia Valeria ◽  
Lau Bee Theng
Keyword(s):  
Motor Impairment ◽  
Affective Learning ◽  
Learning Model ◽  
Mediated Learning ◽  
Motor Impairments ◽  
Post Intervention ◽  
Good Communication ◽  
Children’S Learning ◽  
Computer Mediated ◽  
Children's Learning

In education, it is important to have good communication and interaction between educators and learners to promote a conducive learning environment. However, this is rather difficult for the children with motor impairments, such as children with Cerebral Palsy and Autism. Their learning problems arise due to their motor impairment coupled with speech and intellectual impairments. As a result, children with motor disabilities require more time and attention in learning. To assist the children's learning, this chapter proposes an affective computer-mediated learning model which adapts to learners' emotions where it has an educator representation (i.e. a virtual tutor) to deliver the learning materials and interact with a child in one-to-one learning. The virtual tutor communicates with the child by responding to his/her facial expressions. Post-intervention experiments were carried out to evaluate the performance of the affective computer-mediated learning model. The overall results showed that the proposed affective learning model is able to assist the children's learning.

scholarly journals Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 27
Author(s):  
Kusumawardani Kusumawardani ◽  
Suciati Sudarisman ◽  
Meti Indrowati
Keyword(s):  
Student Motivation ◽  
Classroom Climate ◽  
Problem Based Learning ◽  
Motivation To Learn ◽  
Scientific Attitude ◽  
Average Percentage ◽  
Science Technology Society ◽  
Biology Learning ◽  
Academic Year

<p>The purpose of this research was to improve quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 SMA Negeri 1 Karanganyar academic year 2012/2013. This research was a Classroom Action Research which performed in three cycles. Each cycle consisted of 4 phases; planning, action, observation, and reflection. The data was collected by questionnaire, observation, and interview. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. Result of the research showed that according triangulation the average percentage for  teacher’s performance in pre cycle (63.96%), cycle I (90.21%), cycle II (95.83%) and cycle III (100%); classroom climate pre cycle (70.22%), cycle I (86.43%), cycle II (83.30%) and cycle III (84.65%); student’s scientific attitude  pre cycle (69.31%), cycle I (76.20%), cycle II (77.61%) and cycle III (83.45%); and student motivation to learn pre cycle (67.01%), cycle I (70.33%), cycle II (73.97%) and cycle III (77.69%); utility of learning facilities in the classroom have been optimally. The  results  showed  that  the  average  percentage quality of  biology learning aspect such as  pre cycle (67.63%),  cycle I (80.79%), cycle II (82.68%) and cycle III (86.45%). The quality of biology learning was  increase 18.82% from pre cycle to cycle III. Cycles stopped in cycle III because the research target was achieved. The conclusion describes that the implementation of problem based learning with science technology society approach was able to improve the quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 at SMA Negeri 1 Karanganyar in academic year 2012/2013.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Problem Based Learning, Science Technology Society Approach, Quality of Biology Learning</p>

Disclosure Decisions in Existing Relationships Online

2011 ◽  
pp. 2179-2206
Author(s):  
Kathryn Greene ◽  
Kate Magsamen-Conrad
Keyword(s):  
Interpersonal Relationship ◽  
Computer Mediated Communication ◽  
Relationship Maintenance ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Relationship Initiation ◽  
Theoretical Perspectives ◽  
Computer Mediated ◽  
Disclosure Decisions ◽  
Instant Messenger

Use of mediated channels of communication, such as email and instant messenger, is rapidly increasing, especially with adolescents and college-aged populations. This increase may alter interpersonal relationship maintenance strategies and communication patterns. The role of mediated channels of communication in some types of relationship initiation is well documented however, research investigating use within existing relationships is more limited. Self-disclosure is an important part of relationship maintenance, both in the initial stages of development as well as in existing relationships. This chapter explores motivations for disclosure through computer mediated communication (CMC) in pre-existing relationships and describes theoretical perspectives to advance examination of this area. Examples presented indicate four primary motivations for disclose through computer mediated communication: self, other, relationship, and situational/environmental. Further, we propose several codes within each primary reason, many of which diverged from traditional motivations for FtF disclosure. Implications and future directions for interpersonal CMC research are discussed.

Sign in / Sign up

Export Citation Format

Share Document